Support Teachers: Professional Development

Support Trainers’ Professional Development
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Support Trainers’ Professional Development
Introduction
There has been performance of effective research that continues to be conducted in schools and it has been able to connect collaborative deeds as well as collegiality in trainers or teachers. This has contributed to a number of gains in the learning of students. Such programs like peer coaching and mentoring have been widely embraced while the researchers for education continue to advocate for it (Colvin & Ashman, 2010). These programs are preferred as they are believed to possess a number of benefits. Mentoring and peer coaching have an approach that is both formal as well as extensive. The benefits of mentoring may include the fact of using experienced trainers of higher levels such as masters and they support and help both the new trainers and experienced trainers that may be new within the district.
Further, there is also a display of many advantages in the same practice because it decreases the tendency of feeling isolated from others, as teachers are permitted to have adequate time of interaction. Peer coaching also enable trainers to implement new teaching strategies in an effective manner, without which they wouldn’t have known via other means. The higher level teachers who serve as trainers are more experienced and they don’t hold back any necessary information, thus, enabling the new and older teachers to gain a lot. The constructive atmosphere is beneficial to trainers in that they exchange ideas as they form stronger bond in relationship and teamwork in the entire process. In addition, the faculty is re-energized through the new strategies and ideas of learning and this makes the experience of both learning and teaching uncomplicated and more fun. Nevertheless, there are a number of limitations of mentoring and peer coaching may hinder its progress. One of the main limitations includes failure of the education centers to work together with the organization and management of mentoring and coaching. This result to deprivation of the management the adequate time needed in training the trainers. Therefore, this would mean that a limited number of education institutions offer such systems while the others still lag behind.
Mentoring and Peer Coaching
Mentoring and peer coaching can be termed as a process of professional progress which needs the agreement of teachers or trainers to participate. In addition, the process provide chances of learning that allows trainers in further enhancing and sharing the professional abilities that they possess, including also knowledge and understanding. The mentoring and peer coaching practice is centered on the observations of the trainers in the classroom even though it may also involve other elements. To make it efficient, the trainers that are being observed are needed to have confidence in the observers and be comfortab...